Computerized Management of Examination Malpractice

COMPUTERIZED MANAGEMENT OF EXAMINATION MALPRACTICE 1.0 INTRODUCTION

Examination malpractice in the Nigerian educational system is widely discussed. It also becomes a major challenge to examination bodies, the government of Nigeria, school administrators and parent alike. Evidence abound of increasing incidents of examination malpractice by students at school and colleges, which conflict with the core purpose of education, the training of the mind and character for the acquisition of practical and theoretical skills, knowledge and functional ideas for development; and the search for truth and knowledge and the creation and communication of ideas (Nanna, 1997; Peterson, 1998, as cited in Aaron, 1992). Examination malpractice involves methods employed by candidates to cheat during examinations. (Usman 1994). While Shaman (1990) elaborates further and better that malpractice in examination is an unlawful behaviour or activity engaged by students to have personal advantage in examination over their colleagues or mates who are competing in the same examination. Many of these irregular behaviour or misconduct surrounds examination and it came to an alarming rate in the last three decades. The hues and cries about examination malpractice which took place at all level of the Nigeria educational system is nothing but a reflection of the society. The Nigerian society is that which celebrates mediocre and view cheats as being smart. The society does not want to know how an individual achieves success. The important thing, is the success, in actual fact, examination malpractice is a variant of the corruption in the society. The politicians employ rigging at elections and enjoy enviable political offices and so do students cheats from primary to tertiary institutions to move from one level of education to another. All sorts of misconduct take place in and around examination venues in order to achieve success.

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To make matter worse, it is not only students that are involved, parents, teachers, school heads, examination officials all collude with students to perpetrate this misconduct (Ijaiya, 2004). The collusion between one and more of these agents makes it more difficult to combat. Even the penalties stipulated in Act33 of 1999 ranging from cancellation of results to 21 years jail term has failed to achieve any significant shift from the cheating culture (Olasehinde, 1993)

1.1

BRIEF HISTORICAL BACKGROUND OF EXAMINATION MALPRACTICE

Although many educational researchers from a variety of background has carried out various investigations and discovered that examination malpractice is a phenomenon that has started some decades ago and the effort by government administrators and stake holders in the educational sector to curtail the ugly trend have not yielded any fruit. The derogative falling of our educational standard is becoming uncontrollable, the pollution of our education by both stake holders and students is now pointing towards the wrong direction. Our dependency on external technology results from our inability to purge out this menace. Nigerians known with our emphasis on certificate orientation (i.e. presentation of certificate for job employment is gradually telling on our technological development. The certificate qualification orientation unknowingly bedded in us (our nation), leads to many acquiring same certificate by all means, positively or negatively. All forms of misconduct and malpractices had and are still been introduced to achieve this eccentric menace (certificate). Our mind, which is part of that, that control our thoughts and action and are channel towards the easiest way out of achieving this eccentric “goods”. The development of our intellectual capacity are derail due to the fact that state holders (government, administrators, teachers, students and parents) are primarily focusing on the end result of our education.

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1.2

EXAMINATION MALPRACTICE OVERVIEW

The term “examination malpractice” has been defined by various researchers in different ways. Examination malpractice is an illegal or unethical behaviour by somebody in the process of testing an examiner‟s ability or knowledge by means of questions (Ikupa, 1997). Oluyeba and Daramola, (1992) remark that examination malpractice is any irregular behaviour exhibited by a candidate or anybody charged with the conduct of examination before, during or after the examination which contravenes the rules and regulations governing the conduct of such examination. WAEC (2003) defined examination malpractice as any irregular behaviour exhibited by candidates or anybody charged with the responsibility of conducting examination in or outside the examination hall, before, during or after such examination.

1.3

AIM AND OBJECTIVE OF STUDY

The aim of this project is to devise a mechanism for curbing the rate of examination malpractice in the university. The mechanism would serve as a restriction for students and lecturers alike who indulge in the act of examination malpractice during exams. This mechanism would put a check on the rate at which this ugly trend is being popularised by the university. The mechanism will be anchored on a process which overseas how students/lecturers take and conduct examinations. The students over some period of time would begin to realise the consequences and negative effect of examination malpractice and at the end of the day, this would instil some form of selfconfidence in these students, in order for them to study and write their examinations themselves without any form of assistance or external aid. A check would also be created eventually, willingly or unwillingly in the mind of the lecturers and parents alike to refrain themselves from such ugly acts.

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1.4

SIGNIFICANCE OF STUDY

Applying a strict check on how examination is being run and taken in the university would improve the quality of graduates that are being sent out of the university. This leads to the rebuilding and growth of the society eventually. It curtails the rate of violence and other negative occurrences in the university to be reduced because for students who are busy with their academic work, would not have the time to indulge in one form of violent activity or the other because he/she is unaware of the consequences involved when they do so.

1.5

SCOPE OF STUDY

The scope of this project is to analyze the causes of examination malpractices and various forms that it takes. Also an automated system will be developed for this project work, where the head of examination malpractice panel can have a pictorial overview of cases of exam malpractice relating to any student. By this, he is able to pass an instant judgement/punishment without any form of lobbying/bribery.

1.6

LIMITATION OF STUDY

This project work during research was limited by the fact that some students were not willing to release the right information for fear of being exposed or implicated. Again, some students carried away questions with the intension of filling it and returning it but they never did so, due to this fact, some questionnaires were lost. This led to the fact that the numbers of questionnaires given out were not the number of questionnaires returned, moreover, the behaviour of the respondent (students) during the collection of the data, so there was no 100% collection of data.

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DEFINITION OF TERMS 4

Examination: Is an organised assessment technique which presents individuals with a series of questions on tasks geared towards ascertaining the individual acquired skills and knowledge. Malpractice: Is any irregular behaviour that goes against a laid down rule.

Questionnaire: Is a set of carefully structured questions designed to systematically elicit information that is relevant in this study. Data: Is a set of unprocessed information Process: In computing, a process is an instance of a computer program that is being executed to achieve a particular action Respondents: This refers to all the students who participated in the filling of the questionnaires 1.8 DATA COLLECTION METHOD

The methods of gathering data used are namely; Questionnaire method Searching for information on the internet Some few one-on-one interviews were made with certain people in other to get first hand information on what ways to curb exam malpractice.

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Investigations were also made of what punishment are given to those caught indulging in examination malpractices and what the effect has been to curb examination malpractice, is it positive or negative? 1.9 ORGANISATION OF STUDY

The project is organised into chapters ranging from one to five with references and appendices included after the last chapter. Chapter one accounts for the general introduction of examination malpractice. Chapter two considers the various forms of examination malpractices and their causes. Chapter three covers the analysis of the data collected and an introduction to the program i.e. mechanism for curbing examination malpractice. (System) Chapter four takes care of system design and implementation, the study closes with chapter five; which covers the summary, conclusion and recommendations.

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CHAPTER TWO 2.0 THE VARIOUS FORMS OF EXAMINATION MALPRACTICE

Examination malpractice is not a new phenomenon in Nigeria, as well as indeed in any part of the world, just as it is in our university today. The first examination malpractice in Nigeria was reported in 1914, when there was a leakage of question paper into the senior Cambridge local examination, others traced the origin of examination malpractices to the wave of cancellation of Nigerian‟s candidate to the then “Yaba” – Nigeria technical (Soleye 1991). The most pronounce malpractice in Nigeria in early examination was that of 1964 that was tagged “expo”, subsequently in 1970, 1973, 1974, 1979, 1981, and 1991 followed (Oladope 1997). Since 1991 till date examination malpractice has taken advanced and more sophisticated dimensions in the university today, records are been emerged yearly indicating high or low percentage in examination malpractice. The Nigerian former president, Chief Olusegun Obasanjo said student in the country perceived education as a means of getting a meal ticket and a job (Bello etal as 2003), the president further argued that the perception or orientation must change, so that students would appreciate the intrinsic value of education, which is the total development of the individual to be able to make meaningful contributions to the family, community and the country at large. Examination malpractice in Nigeria has attained a frightening proportion, it is sophisticated and institutionalised. Efforts by government administrators and stakeholders in the education sector to curtail the ugly trend have not yielded any fruit. We can extrapolate to some extent from the present trend that examination malpractice will utterly destroy the quality of education in Nigeria, if decisive steps are not taken to checkmate the trend. Little wonder, Afigho (1997) called examination malpractice the demon with a thousand faces. The intractable nature of examination malpractice has resulted in high turnover of half-baked graduates by institutions of higher learning. 7

From all available evidence, examination malpractice is real and like the HIV scourge that is still growing fast in the Nigerian educational system. What is missing now is an effective solution to the scourge before it destroys the whole system. Examination malpractice continues to grow at all level of the educational system. It has proved to be an incurable disease in the educational system making nonsense of the educational standard. There is a great need for Nigeria to look for a permanent solution in this millennium if education is going to be the catalyst for national development and if Nigerian certificates are going to be respected in this era of globalisation. To emphasize the seriousness of cheating in examination and its implication for professionalism, Rani (2004) said that considering the fact that a medical doctor makes a mistake, the patient dies, if an engineer makes a mistake, the bridge collapse but if a teacher makes a mistake it affects the unborn generation, showing that while the mistake of the medical doctor and the engineer have immediate repercussions, that of the teacher is eternal. It is clear that many people are involved in examination malpractices. It is therefore a serious matter that must be stopped at all cost. Examination malpractice and its widespread manifestations have received attention; accusing fingers have been pointed to lecturers, parents, and invigilators as being agents of examination malpractice. In order to stop the apparent intractability of the crime, it is necessary to identify the role of these agents, factors responsible for examination malpractice, the causes of examination malpractice and the various forms of examination malpractice. The agents of these examination malpractices are those through which the act of malpractice is carried out and they are:  The students  The parents or guardians  Schools: management, department and their staffs. 8

 Examination officers or invigilators  Lecturers While the factors responsible for examination malpractice with options and facts gathered. Aina (1991) and Aliyu etal (1991) agreed in their various submissions that the desire to pass at all cost is responsible for examination malpractice. The fact remains that Nigerian orientation in education is certificate and high grade intensiveness, students, parents, school management tend to push harder on wards to get the certificate and good grade at all means to secure employment, others prefer to manipulate to be admitted in a choicest higher institution(s). All this factors according to Denga (1993) are boiled down to three factors of;  Psychological  Environmental  Intelligence 2.1 PSYCHOLOGICAL FACTOR This includes all the stress, which is often induced in by parent, the peer pressure group and students; this they experience enormous stress and anxiety in trying to meet the various demand of subjects significantly. A study conducted by drake (1971) and Keller (1941), Monday (1971) and Keller (1976) support this psychological reasons, that stress and anxiety experienced by students tend to develop undesirable habit (Ward 1981, Murphy 1988, Lamm 1984), which normally led them to be poorly prepared for examination and subsequently expose them to in engaging examination malpractice and misconduct. This psychological factor also brings in Maslows motivational theories, which emphasized the basic need i.e. psychological need of man, he argued that these needs motivate and enhance learning, that if students‟ psychological needs are not physically met, it will affect their concentration in a teaching

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/ learning situation, thereby preparing the student cognition at a very low level and malpractice during examinations. 2.2 ENVIRONMENTAL FACTOR

This is another factor stated by Denga (1983) that basically led students / co riders to examination malpractice and misconduct, the environmental factor includes the crowded nature of our classrooms / theatres as well as examination halls with few invigilators during examination. Teachers / Lecturers inability to cover up the stipulated syllabus, for the period been stated before an internal examination, obsolete and observed instructional materials which are inadequate in the schools; may force students to cheat even if they do not want to, in an examination. 2.3 INTELLIGENT FACTOR

Adeloye (2004) in his book stated that the concept of individual difference must be built at the back of our mind when comparing academics competence, ability and comprehension from one student to another, the failure of student to recognize the fact that the IQ (intelligent quotient) differs and cannot be compared on, is another factor, thus academically weak students will at times try to compare himself with naturally gifted student who is brilliant when the weak academically student are not able to meet up with the challenges, they opt the missing link with crops or external help to pass their examination, this missing links are associated misconduct and malpractices. Salem (1998) further elaborated this view from the psychological point that been intelligent and been smart are two different concept or been academically gifted. Been smart means ability to handle situations with what is physically available within the limited time implies smartness while intelligent involves your cognition and reaction to stimulus. A smart student may not be intelligent but can easily pass his/her examination than an intelligent student.

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2.4

CAUSES OF EXAMINATION MALPRACTICE

The causes of examination malpractice are numerous as one encounter examination; different reasons are given to exonerate advocates from these acts. These exonerate tend to expose the causes of examination malpractice. Maduka (2001) sees undue emphasis placed on certificate as one of the causes of examination malpractice in Nigeria. Maduka said that the Nigerian society places too much emphasis on certificates obtained and examination passed on his own determinants. He further said that paper qualification and certificates serves as a means of getting well paid job achievement of social status. This argument was strongly agreed to by doctor Tolofari (2006) a director of river state information ministry. He agreed that we should realize that the certificates mentality is one of the root causes of examination malpractice and fraud in Nigeria. This also emphases the former president‟s statement, (2005) Obasanjo said students in Nigeria perceived education as a means of getting all they ever desire in life. As a result of this trend, morality and honesty have been thrown to the dogs to pass examination and obtain certificates, so long as emphases are not on ones performance but on the paper first. Many holders of certificates cannot practically defend them through performance. The economy is another cause of examination malpractice Alausa (1994) states in a journal publish entitle “students performance in examination”. He asserted that the clue to the dwindling economic standard, low income to meet the ever growing human wants, lecturers cum supervisor engages in misconduct and malpractice, these they do in exchange of money (bribe), gift items, contract and other watering offers from either the candidates or their advocates. Akinyode (2004) agreed with the poverty level of Nigerians as one of the causes of examination malpractice. He state that the World Bank and international community assessment of the poverty level of Nigerians has moved from 40% in 1992 to 70% in 1996. This poverty level has injected almost all civil servants with the virus called bribery. 11

Bribery in our educational system has given birth to the monster called malpractices. These monsters are presently destroying the value of our education and making nonsense of our certificates. Bribery in our institutions of learning be it primary, secondary or tertiary institution will not produce the graduates who would stand tall among equals and who would make tangible and lasting contributions to the advancement of humanity. Fafunwa (1974) identifies another cause, the lack of proper guidance and counselling programs. He states that some schools do not have guidance and counselling programs for students as such, students take courses without proper guidance. Parents sometimes in pride impose courses on their children not minding the capacity of the emotional, cognition of their wards before the imposition. These kids are pushed too hard and too far thereby making them corrupt through engagement in malpractice and misconduct to please their parent(s) or parent encouraging forms of misconduct of malpractice to justify their pride. An article in Vanguage newspaper (1999) carried a sketch of examination malpractice that truancy and absenteeism made some students to be ill prepared for examination, not only because they absent themselves from school and lectures but they do not know what others have been thought, some of the student are just lazy therefore they have to result to examination malpractice as an alternative therapy in their careers. The quota system of admission in our federal universities/schools is another factors uprooted as causes of examination malpractices. It was observed that admitting unqualified candidates to meet geographical spread, thus emerging of low performance, culminating in cheating or unconventional behaviour called “examination malpractice”. In the university today, students have devised various means of excelling in an examination, in a bid to come out with excellent grades, without working hard for it through the process of diligent studying. It is 12

no longer news but has now become that year-in-year-out, student come out with dimensions of examination malpractices. This is the reason why drastic steps must be taken because even parent are not left out of the menace called “examination malpractice”. Some of these dimensions for examination malpractices are discussed below. 2.5 THE VARIOUS FORMS OF EXAMINATION MALPRACTICES

2.5.1 Bringing of Foreign Materials into Examination Hall This is a situation where student bring into examination hall notes, textbooks and other prepared materials. This method is nicknamed hide and seek, microchips, Chukwuli, magic desk that is a situation whereby a student write answers on his/her desk called desktops publishing before or during examination. Abba (1998) identified some methods which entails bringing foreign materials into the hall and are known as bullets, missiles, bombs, pregnant biro, reminders, escort, super print which can also be called minimization whereby a lecture not is compressed and photocopied into smaller strips of papers. There are also other names like contraband, handkerchief method, writing on laps called “femler method” or on palms or the body which is called “tattoo”. Usually only the candidates/students are involved in this act. (The World Bank group, 2001). 2.5.2 Assistance from Educational Stakeholders Educational / examination stakeholders include parents, lecturers, supervisors, security agents, printers and staffs of the department/university. Some parents and students go to any length in buying examination questions, while some other parents/student buy certificates. Invigilators collide with lecturers to come around to teach student or give already prepared answers to the student during the examination. Lecturers‟ releases question papers or giving undeserved marks. 13

The printing location where this material are sent to for printing also indulge in the habit of leaking questions out to students for money or favour. Afolabi (1998) states that leakage is one problem which appears to defy all solutions. It‟s persistent, despite methods of blocking loopholes, is an indication of the malaise and corruption in the society. The World Bank group (2001) states that it usually one or more of the following: staff members of examination authorities, printers, proofreaders and messengers, personnel employed to develop the papers (setters) or to determine its suitability, moderators and school administrators. 2.5.3 ILLEGALLY RETAKE EXAMINATION PAPERS Some lecturers, for the sake of one thing or the other allow certain students, who have discovered they have performed poorly during an examination, to retake these examinations in their offices privately, out of the knowledge of other innocent lecturers/students. 2.5.4 IRREGULAR ACTIVITIES INSIDE AND OUTSIDE EXAMINATION HALLS Students who have it in mind to cheat during examination exhibit strange and unwholesome behaviours. They use various methods such as: Stealing, converting, substituting or misappropriating the scripts of other candidates. Substituting worked scripts during or after an examination. Tearing part of the question paper or answer booklet during the examination to enhance cheating. Seeking and receiving helps from other candidates. The world bank group (2001) states it usually involves invigilators (exam room supervisors) dictating answers, writing answers on the blackboard, circulating sheets of worked answers during the course of the exam, or acting as couriers of materials into the examination centre. In some instances, external helpers have used pagers, phones to broadcast answers.

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2.5.5 IMPERSONATION This is a situation where a candidate sits for an examination for another candidate, thereby pretending to be the real or actual candidate. Impersonation is becoming rampant among students. Afolabi (1998) listed various methods that have been devised by these students. They are: 2.5.6 POSING AS A BONAFIDE CANDIDATE Impersonators write the examination on behalf of the candidate they are impersonating. Undergraduates, graduates and youth corpers engage in this kind of cheating. 2.5.7 ENTRY FOR SIMILAR SUBJECTS The plot is hatched right from the entry stage by making the impersonators to enter for the same course and sit for examinations in hall with the same candidate. He writes the candidate name and matriculation number on his booklet, while the candidate writes the impersonators and they exchange scripts before submitting. 2.5.8 MULTIPLE ENTRIES This is a situation whereby candidates entering for the same examinations in several part of the vicinity. It has also been observed that several candidates struggle unnecessarily for live question papers at the beginning of a paper, which are then passed to fellow-students or touts for assistance. The World Bank (2001) states that an impersonator is an individual who is not registered, it was stated that it usually involves collusion between lecturers and the examination supervisors. Frequently involves university students or lecturers taking the test for monetary reward or as a favour for a girlfriend or boyfriend. Sometimes, young employees are coerced to take the examinations.

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2.5.9 INSULT OR ASSAULT ON EXAMINATION OFFICIALS These are cases of students insulting examination officials as they carry out their duties. The aim is to distract them from effective supervision, so that they can have a way out, sometimes, students disturb the conduct of examinations due to poor preparations. 2.5.10 ELECTRONICALLY ASSISTED MALPRACTICES In recent times, it has been discovered that students make use of electronic gadgets to cheat during examination. Such things as unauthorized scientific calculators, organizers, compact disks (the smallest size) and mobile phones (GSM) which is the most commonly used to take advantage of others. 2.5.11 COLLUSION This is a situation where two or more candidates agreed to receive or give assistance to each others during examinations. Some students go as far as paying their fellow-students some agree some of money, in order for the paid students to teach him/her during examinations. Maduabun (1998) identified the use of things like “laya” Ecormog and so on. When the forms of collusion is verbal it is called ecomog or ecowas, joint-effort, charm network, life-wire, which is a situation whereby a brilliant student, usually a scholar is placed in the mix of average, dull students in order for them to receive assistance from him or her. There is also the case of talking fingers, where the agreed parties involved have already decided what fingers represent what alphabets, which is mostly used in examinations where we have multiple choice questions. We also have the common method of copying from students or course mates which is popularly called “dubbing or giraffing or spying”. Afolabi (1998) said that collusion involves exchange of scripts, passing notes for help from outside and inside the hall, delaying commencement of examination in one hall, in order to obtain question papers

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from nearby examination halls which has started, collusion arising from bribes or threats to the lives or properties of invigilators or supervisors. 2.5.12 PERSONALITY CONNECTION There are cases whereby some influential students make use of godfathers in politics, economic high towers, parents and cult members to influence the outcome of examinations, these people manipulate these scores by going as far as looking for information about these lecturers‟ friends or close family members, in order to penetrate them through these people. 2.5.13 BREAKING INTO LECTURER’S OFFICE It has been observed that students break into lecturers‟ office at odd times in order to steal questions or inflates scores, especially when they perform poorly in that particular lecturer‟s course. Most times, when they discovered that they are unable to get through with that particular lecturer, some people have gone as far as burning the office in order to destroy the records.

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CHAPTER THREE
DATA ANALYSIS This chapter describes the analysis of the data including the method and procedures that was used in the study under the following sub-headings: Research design Population of the study Sample and sampling techniques Research instrument and methodology Validity Administration of instrument and limitations Data analysis Results and discussions 3.0 RESEARCH DESIGN

The research design adopted for this study is the survey research design in which questionnaire was used to identify problem of examination malpractice or causes of examination malpractice, the perception of students towards examination malpractice, students perception towards examination ethics, the various forms of examination malpractice and possible solutions to curb examination malpractice in the university. 3.1 POPULATION OF THE STUDY The population of the study was taken randomly from the population of the entire university. Therefore, the study includes students drawn from different faculties namely; faculty of physical sciences, faculty of

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life sciences, faculty of arts, faculty of pharmacy, faculty of engineering, faculty of social sciences, faculty of management sciences and school of medicine. 3.2 Sample and Sampling Techniques

Questionnaires were randomly distributed to student drawn from the various faculties of the university, which was used for the study. 3.3 Research Instrument and Methodology

The instrument used for the study was questionnaire. The questionnaire has only one section comprises of various questions numbering about ten, for the purpose of eliciting information from the respondents. The questionnaire contained terms based on student, student‟s personal data (bio-data) such as name, sex, age, level and faculty. The 10-item questionnaire was geared towards eliciting response from students on their personal perception as well as their opinion of students were also sort on the caused of examination malpractice the various examination malpractice and the possible solution to curb the examination malpractice in the university. The response pattern of the questionnaire were „yes‟, „no‟ and student individual opinions. 3.4 Validity

To meet the objective of validity adequately, the researcher has to carry out a thorough validation of the instrument by the assistant of selected experts. The questionnaire used for the study was given to my supervisor, in person of Mrs. S. Konyeha of the department of Computer Science, University of Benin. My supervisor made some additions, after which the instrument was approved and valid for administration. 3.5 ADMINISTRATIONS OF INSTRUMENT AND LIMITATIONS

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The questionnaires were administered to students as my respondents. As a results of limited number of questionnaires, which was about 100 copies, which cannot be able to meet the entire population of the university. The questionnaire was thus distributed randomly. Some students posed some resistance in terms of answering the entire question in the questionnaire while some took away the questionnaires and thus about 70 copies of the questionnaire were retrieved. 3.6 Data Analysis

In analyzing data collected, the researcher tallied the responses provided by the respondents in the university. The researcher further enumerated the figures obtained from the tally into raw scores on the table. The researcher then found the percentage of each raw score for analyzing the results of the study. The frequency of the responses was tabulated and the ranking also, all this was made possible by the technique SPSS (statistical package for social sciences).

3.7

Results and Discussions

The results of the study are presented below, groped according to the research questions and discussion followed after each results. Table 1: What is the general reasons of students towards examination malpractice?

Response categories AGREE No 1 Student reason Examination malpractice occurs due to lack Frequency 18 % 25.7 Rank 1 DISAGREE Frequency 52 % 74.3

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of preparation for the examination 2 3 4 Absence of relevant study materials To get better grades To pass exams at all cost without working hard 5 6 7 8 It‟s a way out of failure Students are lazy towards studies There is no time to read but I must pass Attempting question and writing them according to lecturers expectation 9 They want to improve their results so they can have high G.P.A 10 Some lecturers lack teaching skills, and inability to impact knowledge, thus causing the student to cheat 11 Fear of failing the course, especially when they understand the value of the particular course 12 Examiners at times makes examination uneasy for students 13 Some lecturers demands students give them what they have exactly in their lectures 1 1.42 9 69 98.58 1 1.42 9 69 98.58 6 8.57 5 64 91.43 6 8.57 5 64 91.43 1 1.42 9 69 98.58 9 7 2 1 12.85 10 2.85 1.42 3 4 8 9 61 63 68 69 87.15 90 97.15 98.58 1 13 9 1.42 18.57 12.85 9 2 3 69 57 61 98.58 81.43 87.15

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materials, if done otherwise leads to failure 14 15 16 Lack of confidence in students Some students don‟t want to face reality The knowledge of some students that their lecturers can be bribed 17 18 To lessen the burden of reading excessively It serves as a remainder of what they have read or studied 19 Inability to comprehend the course, the inability to recall what the student has studied in preparation for the exam 20 21 22 It is the only way to manage their situation It is unethical Students believe the school system supports it 2 3 1 2.85 4.28 1.42 8 7 9 68 67 69 97.15 95.72 98.58 1 1.42 9 69 98.58 2 1 2.85 1.42 8 9 68 69 97.15 98.58 5 3 1 7.14 4.28 1.42 6 7 9 65 67 69 92.86 95.72 98.58

DISCUSSIONS The following inferences can be drawn from the responses of the participants in table 1. The majority of the students believe that cheating in Nigeria has become a come-on occurrence at examinations because some parents/lecturers encourage their children / students to cheats in examinations. Majority of the students also report that they would cheat in examination even when the examination is not difficult. However, majority of the students also report that they would cheat in any examination if they do not have

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enough time to prepare for the exam (about 25.7% indicated this) on the other hand, some of the students believe that to get better grades in exams they would indulge in examination malpractice (about 18.57% indicated this). While the same percentage of about 12.85% of different students are of the opinion that they have to pass exams at all cost without working hard, others are of the opinion that it‟s a way out of failure. While 10% of the students admitted that students are lazy towards their studies. A portion of the students said some lecturers lack teaching skills and the fear of failing the course, especially when they don‟t understand the particular course leads them to examination malpractice (8.57% indicated this). 7.14% of students lack confidence in themselves. Some students don‟t want to face reality (4.28% indicated this. Some percentage of about 2.85% is of the opinion that there is no time to read but I must excel, to lessen the burden of reading excessively, it‟s the only way to manage their situation. While 1.42% of the different categories of students agreed that there is absence of relevant study materials, attempting questions and writing them according to the lecturer‟s expectation. They want to improve their results, so that they can have high G.P.A, examiners at times makes examinations uneasy for students, some lecturers demand student to give them exactly what they have in their lecture materials, if done otherwise leads to failure, the knowledge of some students that their lecturers can be bribed, it serves as remainder of what they have read or studied, inability to recall what the students has studied in the examination, and they also believe the school system supports it.

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TABLE TWO: What is the general perception of student towards examination ethics? Response categories AGREE No 1 Student idea The school system is corrupt, there are several incidents of absent cases 2 3 4 It should be obeyed Students don‟t take it seriously It should be obeyed by both students and lecturers alike because it is a two way thing 5 It helps students to be well behaved and shun examination malpractice 6 7 Exam is very hard They believe examination is basically to pass and forget 8 Its not to be obeyed, its rigid and has rigorous rules 9 They know the consequences of been caught, but hope they are not caught 10 11 12 It‟s a bad involvement If you can‟t beat them, join them Student don‟t believe they should be guided 2 2 2 2.85 2.85 2.85 6 6 6 68 68 68 97.15 97.15 97.15 1 1.42 7 69 98.58 13 18.57 1 57 81.43 1 4 1.42 5.71 7 4 69 66 98.58 94.29 1 1.42 7 69 98.58 11 3 1 15.71 4.28 1.42 2 5 7 59 67 69 84.29 95.72 98.58 Frequency 5 % 7.14 Rank 3 DISAGREE Frequency 65 % 92.86

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by any rules and regulations during exams 13 Some students believe in it, because it‟s a true test of their knowledge 14 They are restrictive, however they are measurable parameters that guide the acts of the students during exams 15 16 It should be seriously enforced Student believe they can‟t abide by all the rules and regulations of exams because the people and the system are corrupt 17 If there are sanctions and punishment for defaulters, they would eventually learn to study for exams 18 A body like examination ethics will reduce the examination malpractice between lecturers and students 19 Examination ethics are not rigid and thus can be penetrated 20 21 Its low and poor To alleviate examination malpractice and help orientate students on its negative effect 22 Cheating is against the law 1 1.42 7 69 98.58 1 1 1.42 1.42 7 7 69 69 98.58 98.58 5 7.14 3 65 92.86 1 1.42 7 69 98.58 2 2.85 6 68 97.15 1 1 1.42 1.42 7 7 69 69 98.58 98.58 3 4.28 5 67 95.72 3 4.28 5 67 95.72

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23 24 25

It entails discipline Results in good composure Some students are not knowledgeable about examination malpractice

1 1 2

1.42 1.42 2.85

7 7 6

69 69 68

98.58 98.58 97.15

The following interpretations can be made from the responses in table 2. The majority of the students believe that examination ethics implies among others: that students should strictly follow the correct examination taking guidelines, it‟s a true test of knowledge and it should be obeyed and seriously enforced because in instils discipline and good composure in students. Some students believe it is necessary and should be obeyed by both lecturers and students alike. On the other hand, majority of the students do not believe that examination ethics can be obeyed because the exams are hard and if you don‟t beat them, you join them. They also added that the school system is corrupt, examination ethics are not rigid and thus can be penetrated. While some others see exam ethics as been poor and having a low level of influence among students.

TABLE THREE: What are the various forms of examination malpractice? No. 1 2 3 4 5 Malpractice type Chukwuli/chips Discussing in the hall Bribing of lecturers (blocking) Impersonations Copying from fellow students (spying) Frequency 57 19 35 26 32 % 81.4 27.14 50 37.14 45.71 Rank 1 6 2 4 3

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6 7 8 9 10 11 12 13 14 15 16

Solving questions for somebody in exam hall (external assistance) Use of mobile phones and other electronic devices Collusion (community effort) Writing on the palms and other body parts, or other materials Hijacking of question papers before exams Threatening of innocent ones in the exam halls Writing on desks before commencement of exam (desk note) Switching seats in order to sit close to friends Sexual harassment Rewriting papers after examination Substitution of worked scripts or answers in the exam hall

1 16 21 9 14 1 5 1 1 3 1

1.42 22.85 30 12.85 20 1.42 17.14 1.42 1.42 4.28 1.42

12 7 5 9 8 12 10 12 12 11 12

All the respondents agreed that the identified types of examination misconduct exist in the university. 57% of the students ranked and agreed that bringing of chukwuli/chips into the examination venue was ranked first, this was followed by 5% of the respondents that agreed to the bribing of lecturers (blocking) this ranked the 2nd position while 3rd position was taken by 45.71% that agreed that spying on other student examination script which is known as “giraffing” was among the most commonly used type of examination malpractice. Examination invigilators many times continually changed the sitting arrangement of students who spied or copied from other students work. Impersonation ranked the 4th position, taking about 37.14%. Collusion with other students were ranked 5th with 30% of the respondents. This goes along with the 3rd as many student who spied do so from previous

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arrangement or had earlier formed a syndicate of sitting arrangement whereby a brilliant students sit in the middle while those who need help sit on either side called “star connection”. Discussing in the hall took the 6th position with 27.14%; this is another common form of examination malpractice because students are in the habit of asking their friends for fellow student‟s questions during exams. The use of mobile phones and other electronic devices ranked the 7th position with 22.83%, materials can be stored in the phones and used in the examination halls. Outsiders can also send messages to examinees. Hijacking of question papers took the 8th position with 20% of the respondents agreeing to that, this involves students breaking into the lecturers office or the lecturers favouring some other students by giving them the questions before exams, the staffs and printers of exam questions to interested students. Writing on the palms and other body parts including other materials ranked the 9th position with 12.85%. Writing on desk before commencement of exam known as “desk note” ranked the 10th position with 7.14%, very few of the respondents believe that this form of malpractice exist because examination halls and seats can be changed unannounced, so a student is not likely to know where he/she would seat for the exam. The 11th position was asked by respondents that admitted the rewriting papers after examinations with 4.28%, this is usually done in the lecturer‟s office or outside the school premises but respondents admitted this does not received large involvement based on the risk involved. The 12th position with 1.42% was in the same proportion of three (3) categories of examination malpractice forms, which are; solving questions for somebody in exam hall (external assistance), threatening of innocent ones in the exam hall and switching seats in order to sit close to their friends.

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TABLE FOUR: If you were given an opportunity to cheat would you do it? Response categories Agree No. 1 2 3 4 Student response It is not the best approach to achieve success or have the best result Achieving success via hard work results in a sense of pride Being a Christian, its against my faith in God Examination malpractice does not justify the purpose of being an educated person 5 After reading, others cheat in my face in the exam hall, so am given opportunity to cheat 6 7 8 9 10 11 Due to the consequence (punishment) involved, I won‟t cheat To be on a safer side It makes one lazy, thus making the brain dull Its against school rules and regulations I have confidence in myself and thus prepare adequately It serves as a reminder in order to have good grades, they usually go unpunished 12 I indulge in it, in order for me to pass exams where lecturers bring study materials few days to exams 13 14 The educational system is corrupt and there is no room for merit You can‟t be 100% ready for exams because book work is hard 3 2 4.28 2.85 6 7 1 1.42 8 4 2 4 4 7 6 5.71 2.85 5.71 5.71 10 8.57 5 7 5 5 3 4 2 2.85 7 Frequency 2 12 20 4 % 2.85 17.14 28.57 5.71 Rank 7 2 1 5

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All respondents agreed that the system is corrupt due to the widespread of cheating but individually, they have different opinions why they would cheat or don‟t cheat during examinations. A percentage of 28.5% of respondents ranked 1st because of the opinion that even though cheating in exams is widespread, they wouldn‟t cheat because being a Christian its against their faith in God, this goes a long way to suggest that the level of biblical ethics (fear of God) that student‟s have, would go a long way in curbing cheating. This is due to the fact that the fear of God in a student‟s life instils a form of personal check on a student during exams. While the categories of respondents that have examination ethics are of the opinion that achieving success via hard work results in a sense of pride in a student. This category of respondents ranked 2nd with a percentage of 17.14%. The 10% of respondents which ranked the 3rd position are of the thought that, they have confidence in themselves and thus they study adequately for their exams so that, they would be able to answer the questions in exams correctly. For some respondents, they suggest that to have good grades, they need reminders and that defaulters usually go unpunished; 8.57% of respondents suggested this with a ranking of the 4th position. While 5.71% of the ranks of 5th position of about four (4) categories of respondents are of these opinions: The 1st category suggests that, examination malpractice does not support the purpose of being an educated person. The 2nd category suggests that, due to the consequence (punishment) involved, they would not cheat. The 3rd category suggests that, it makes one lazy, thus making the brain dull. The 4th category suggests that, it‟s against school rules and regulations.

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The Educational system is corrupt and there is no room for merit was agreed upon by 4.28% of respondents with a rank of the 6th position. The ranks of the 7th position with a percentage of 2.85% of four (4) different categories are of these opinions: The 1st category believes it‟s not the best approach to achieve success or have the best result. The 2nd category believes that after reading, I see others cheat in my face in the exam hall and thus are given an opportunity to cheat. The 3rd category believes that to be on a safer side I indulge in cheating. While the 4th category are of the suggestion that you can‟t be 100% ready for an exam because bookwork is hard. Lastly, 1.42% of respondents with a rank of the 8th position are of the suggestion that they indulge in malpractice where lecturers bring study materials few days to exams

TABLE 5: Do you think examination malpractice can be totally eradicated from the university.

No. 1 2 3 4 5 6

Students opinion Student will always be lazy (N) Lecturers should teach to students understanding (Y) Sanitization policy will eradicate examination malpractice (Y) Overpopulation of students and few lecturers (N) Both the culprits and fighters are involved (N) The system is corrupt (N)

Frequency 11 5 13 2 14 17

% 15.71 7.14 18.57 2.85 20 24.28

Rank 4 6 3 7 2 1

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7 8 9 10

It‟s a thing of the mind, because it deals with individual (N) Defaulters are not punished (N) If every students earned his/her admission through handwork (Y) If both lecturers and students have the fear of God

7 2 1 2

10 2.85 1.42 2.85

5 7 8 7

From table 5 above, a higher percentage of the respondents believe the system is corrupt and thus examination malpractice cannot be eradicated from the university, the percentage of the respondent is 24.28% which ranked 1st. Another percentage of 20% also are of the opinion that examination malpractice cannot be eradicated from the university because both the culprits and the fighters are involved, this ranked the 2nd position. The 3rd position was taken by 18.75% of the respondents that agreed that examination malpractice can be eradicated from the university, if sanitization policies are implemented. 15.71% of the respondents are of the opinion that the main causes of malpractice are the students, they believe that students would always be lazy, this ranked the 4th position. Another 10% of the respondents suggest that examination malpractice cannot be eradicated from the system if the mind of students and lecturers alike are not changed, for they are of the idea that examination malpractice is a thing of the mind, this percentage of respondents ranked the 5th position. While 7.14% of the respondents believe strongly that examination malpractice can be eradicated from the system, if lecturers teach to students understanding, this was in the 6th rank. Three different categories if 2.85% of the respondent that ranked the 7th positions were of these opinions: The overpopulation of students and few lecturers would hinder the eradication of examination malpractice in the system.

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The other category, were of the opinion that defaulters are not punished, thus examination malpractice cannot be eradicated from the university. The last category, were of the suggestion that if both lecturers and students have the fear of God, examination malpractice can be eradicated from the system. The last position, which is the 8th on the rank with a percentage of 1.42% believed that if every student earned his/her admission through hard work then examination malpractice can be eradicated from the university.

Table 6: What are the factors responsible for examination misconduct in the university?

No. 1 2 3 4 5 6 7 8 9 10 11

Factors Lack of interest from students Poor orientation from management Moral decadence in the society Corrupt lecturers and staffs A wrong perceptions of coming to school Unqualified students been admitted into school Exam phobia Unpreparedness Lack of confidence and low self esteem Lecturers attitude towards lecturing Crowded school programmes/irregular classes

Frequency 31 4 7 25 1 1 7 19 10 18 12

% 42.28 5.71 10 35.71 1.42 1.42 10 27.14 14.28 25.71 17.14

Rank 1 9 8 2 12 12 8 3 7 4 6

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12 13 14 15 16 17 18

Leakage of exam question prior to exam time Quest to making better grades without working for it Lack of learning facilities and equipments Non conducive environment to learn Non payment of lecturers Inadequate security during exams Lack of manpower (lecturers)

1 2 14 3 1 3 1

1.42 2.85 20 4.28 1.42 4.28 1.42

12 11 5 10 12 10 12

From table 6, students narrated various factors responsible for examination misconduct in the university; the various factors were listed above, and ranked according to the higher frequency. According to table 6, lack of interest from students was listed as one of the factors which were 42.28% of the respondents which ranked the 1st position. Another factor which ranked the 2nd position with 35.71% attributed it to corrupt lecturers and staffs. Unpreparedness of students was another factor with a ranking of 3rd and a percentage of 27.14% lecturer‟s attitude towards lecturing took the 4th place with 25.71% of the respondents agreeing to that. Lack of learning facilities and equipment took the 5th place with 20% of respondents agreeing to it. Crowded school program/irregular classes are also responsible for examination malpractice in the system; this ranked the 6th place with 17.14% of the respondents agreeing to it. Lack of confidence and low esteem was another factor listed which ranked the 7th place with 14.28%. The 8th position of 10% was taken by two categories that are of the suggestion that: Moral decadence in the society and exam phobia is some of the factors of examination malpractice. 5.71% of the respondents agreed to poor orientation from management, took the 9th place.

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The 10th place of 4.28% was taken by two different categories of respondents that believe that; the nonconclusive environment to learn and inadequate security during exams. Quest to making better grades without working hard for it got the 11th place with 2.85%. There were five (5) different categories having the same ranking and percentage of 12th and 1.43% respondents these categories of factors listed are:  A wrong perception of coming to school  Unqualified students been admitted into school  Leakage of exam question prior to exam time  Non-payment of lecturers  Lack of manpower (lecturers)

Table 7: Which are the most frequently used examination malpractice in the university currently.

No. 1 2 3 4 5 6 7 8

Frequently used Chukwuli/chips Bribing of lecturers (blocking) Copying from fellow student (spying) Impersonation Collusion (community effort) Discussing in the hall Use of mobile phones and other electronic device Hijacking of question papers before exams

Frequency 57 35 32 26 21 19 16 14

% 81.4 50 45.71 37.14 30 27.14 22.85 20

Rank 1 2 3 4 5 6 7 8

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9 10 11 12

Writing on palms, body parts and other materials Writing on desks before commencement of exams (desk note) Re writing paper after examination Switching of seats in order to sit close to friends, sexual harassment and substitution of worked scripts or answers in the exam hall

9 5 3 1

12.85 7.14 4.28 1.42

9 10 11 12

From table 7, chukwuli/chips got the highest percentage of respondents of 81.4% of them naming chukwuli/chips as the most commonly used form of examination malpractice, this gave it the 1st position. This was followed by the 2nd position of 50% of respondents admitting to bribing of lecturers (blocking) as the frequently used form. Copying from fellow student (spying) occupied the 3rd place with 45.71% of respondents supporting it. Impersonation was ranked 4th place with 37.14% of the respondents supporting this nation. Collusion (community effort) got the 5th place with 30% of the respondents agreeing to this. Discussing in the hall took 27.14% of the respondents, this occupying the 6th place. The use of mobile phones and other electronic devices got the 7th place with 22.85%. Hijacking of question papers before exams commence got the 8th position with 20% of the respondents supporting this. Writing on palms, body parts and other materials was ranked 9th position with a percentage of 12.85%. Writing on desks before commencement of exams (desk note) was ranked 10th position with a percentage of 7.14%. Re-writing of papers after examination occupied the 11th place with a percentage of 4.28%.

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Switching of seats in order to sit close to friends, sexual harassment and substitution of worked scripts or answer in the exam hall took the 12th position in the ranking with a percentage of 1.42% of respondents agreeing to it.

TABLE 8: What solutions do you think can be used to eradicate malpractice in the university? No. 1 2 3 4 Solutions Preparing for exams early enough Building confidence in the students Lecturers should take their jobs seriously and teach students well Government should provide adequate facilities in the university for learning 5 6 7 Online questions should be introduced Exam question should be based on logic and not definition There should be punishment for lecturers that engage in blocking and other corrupt practices 8 9 10 11 12 13 14 Not allowing mobile phones and other electronic devices in the hall Disciplinary action should be taken on students caught cheating Proper and constant orientation of students about exam ethics Sanitization of the system Strict invigilation during examination Lecturers should be assessed by students frequently A well structured timetable for learning/educational curriculum 4 16 18 1 7 3 2 5.71 22.85 25.71 1.42 10 4.28 2.85 9 2 1 12 7 10 11 3 1 9 4.28 1.42 12.85 10 10 5 Frequency 3 5 10 11 % 4.28 7.14 14.28 15.71 Rank 10 8 4 3

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15

A better welfare package for staffs/frequent payment of lecturers salaries

3

4.28

10

16 17 18

Lecturers with good teaching skills should be employed Strict disciplines on the part of the authorities If there could be detection machine that can detect any student carrying materials into the hall

3 2 1

4.28 2.85 1.42

10 11 12

19 20 21 22 23 24 25 26 27

Exam halls should be well spaced and adequately supervised Lecturers should bring course materials early Honest and disciplined examiners Strict adherence to examination malpractice form Thorough and supervised conduct in marking of scripts Combining students from different levels in the exam hall Setting exams questions sometime to the exam Spacing out exam timetable to accommodate carryover students Regular assessment test for the students

8 1

11.42 1.42

6 12

4 3 1 2 1 1

5.71 4.28 1.42 2.85 1.42 1.42

9 10 12 11 12 12

From table 8 it is obvious that students believe strongly that there are possibilities to the eradication of examination malpractice. Students strongly believe that proper and constant orientation of students and a thorough sanitization of the education system in the area of proper mobilization of staffs to their duties, availability of adequate teaching aids, maintenance of the school facilities and structures to enhance learning. Lecturers should be well compensated so that they can be motivated to carry out their duties effectively.

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TABLE 9: What penalty, do you think should be given to students caught indulging in examination malpractice?

No. 1 2 3 4

Items Expulsions from the university Cancellation of the examination involved Community service The students should be made to rewrite that exam in the presence of invigilators

Frequency 19 4 1 5

% 27.14 5.71 1.42 7.14

Rank 2 5 7 4

5 6 7 8 9 10

Automatic carryover Imprisonment (2 years) They should be given a new booklet to rewrite the examination They should be given orientation They should be sent out of the hall Rustication for one session or two sessions

6 1 3 5 1 24

8.57 1.42 4.28 7.14 1.42 34.28

3 7 6 4 7 1

From table 9, it is obvious that students disagreed to heavy penalties for examination malpractice; they neither want imprisonment for 2 years nor community service nor being went out of the hall. Interaction with the students indicated that these penalties are too heavy for the offence knows as examination malpractice. They felt that rustication for one session with parade of posters of offenders would reform

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rather than a damaging penalty such as expulsion from the university, knowing that such a penalty may be the end of their education. The students would prefer to be given a new booklet or if malpractice is regarded as animal, it should be referred to the law court.

TABLE 10: What is the effective way of apprehending those caught with malpractice materials?

No. 1 2 3

Effective way Security personnel should be called to the scene Using surveillance cameras There should be proper spacing of students during exam with many invigilators to aid effective supervision

Frequency 5 2 3

% 7.14 2.85 4.28

Rank 3 5 4

4

Placing an embargo on irregular movement of the student during exams

1

1.42

6

5

Thorough search before entering the hall and they should not leave the hall after they have been searched

6

8.75

2

6 7

A person‟s nature that is cheating usually sells him out A careful analysis of scripts when marking to discover identical scripts

11 1

15.71 1.42

1 6

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From the table above, respondents have been given their various views on how to effectively apprehend those caught with malpractice materials. But majority of the respondents are of the opinion that a person‟s character that is committing examination malpractice can sociologically be detected. No doubt, those above mentioned ways can be effective in apprehending those caught with malpractice materials, but students will always find ways out of it all. But these methods can be adopted and followed strictly. PROGRAM INTRODUCTION Based on the different techniques that have been adopted in the past to curb the menace of examination malpractice. A new technique can be adopted which is the use of surveillance camera‟s in exam halls during examination. These cameras are planted in strategic places unknown to the students before the examination. Before the exams, students are taken through two stages of registration which are: 1. A general registration of all students at that particular level, this registration includes their bio-data and other relevant personal information such as contact address, next of kin, occupation, e-mail e.t.c. 2. The second registration has to do with the registration for that particular exam (course) the student is supposed to sit for. In this registration, information such as Name, Mat. No., Sex, Level course code, Passport photograph e.t.c. The information in the database is automatically stored in the Microsoft access database from this information, the student is given a seat data base number, of which the student is not aware of, until the slated date of the exam. On the exam day, students are seated according to their seat number and the surveillance camera takes an overview of the student‟s while writing during the course of the exam, students involved in one form of examination malpractice or the other, were also captured by this camera. 41

After the examination, the head of the examination disciplinary committee goes through the videos in the camera and based on the pre-registration data base and the video clips, the defaulters are caught. This mechanism houses a pre-defined verdict for defaulter based on the type exam malpractice as stated by the university‟s exam committee. This program was written using a programming language called visual basic 6.0.

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CHAPTER FOUR SYSTEM DESIGN AND IMPLEMENTATION 4.0 System design

This section gives a description of the system specification. The system specification is broken down into: input design, process and output design 4.0.1 Input design This section gives a description of the input data to the system. Specifies how the input will be entered into the system. The designed automatic disciplinary panel is interactive based software with good user interface which makes it user friendly. The input screen is design in such a way that the system users can enter input data to the system during the keyboard to type to type in the required data or information. This system has two interfaces namely the student registration and student exam registration, in which the student exam registration is divided into section A and section B which contains the students verdict status. The input data to the student registration are given below; ♥ Name ♥ Sex ♥ Date of birth ♥ State of origin ♥ Nationality ♥ Postal address ♥ Contact address ♥ Residential address ♥ E-mail address 43

♥ Phone number ♥ Language spoken ♥ Data of first and second next of kin Student examination inputs are given below Section A  Name  Sex  Student identification number  Matriculation number  Faculty and department Section B Student verdict status are given below  Nature of offence  Verdict  Confirm verdict This information in the student verdict status is already stored in the system 4.0.2 Processing requirement This describes the processing task of the system. The automatic disciplinary panel will be processing the following tasks:   Student personal information (bio data) Student malpractice cases

4.0.3 Output requirement

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This section gives a description of the output to be generated from the system. Outputs from the system are to be generated via unit (VDU) and the printer. 4.1 System implementation

Choice of programming language System requirement-hardware and software requirement Program execution 4.1.1 Choice of programming language The programming language used in the development of the system is visual BASIC programming language, which is an acronym for visual Beginner All-purpose Symbolic Instruction Code. Visual BASIC is an Object Orient programming language which has more advantages than its procedural language counter part. It is quite flexible and effective in database manipulations, graphical interface handling and numerical handling. 4.1.2 System requirement: hardware and software requirements The hardware requirements for the implementation of the system are as follows:  A Pentium iii computer or a higher version  A hard disk size of at least 20 gigabytes  A ram size of at least 128 megabytes  CD ROM drive  Flash drive  Uninterrupted power supply (UPS)  Printer  Printing paper

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In order for the hardware to function, the need for software components cannot be undermined. Hence the software requirements for the system implementation are as follows:   4.2 Windows operating system (version 98 or higher versions) Visual BASIC programming language compiler.

Program execution

Start button Microsoft VB Click existing Click on look in Click on desk top and navigate Click exam malpractice 2 Click exam malpractice Press f5 to play

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CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATION SUMMARY Considering the magnitude and the continuous occurrence of examination malpractice in the Nigerian educational system, it is no doubt necessary to research into the area before the Nigerian certificates become worthless papers. Also in the era of anti-corruption in the Nigerian society, the educational system needs to join this crusade and totally rid the system of this plague. It was therefore the intention of this project work to look into forms of examination malpractices, the causes and also evaluate the penalties for examination malpractice, while creating possible solutions to curb examination malpractice in the Nigeria universities, using University of Benin as a case study CONCLUSION The root cause of examination malpractice is that there is poor preparation as a result of decreasing level of quality teaching and learning in our universities. Proper preparation prevents poor performance. There is gross inadequacy of qualified lecturers in our universities. While all other remedies to curb examination malpractice like punitive measures, public enlightenment campaign and printing of question papers few hours to exams should continue, we should try to emphasize qualitative teaching and learning in our universities. There are cost implications to improving the quality of teaching and learning. All the stakeholders in education should be ready to contribute to the funding of our universities. There should be proper monitoring and supervision to ensure that the end justifies the means. RECOMMENDATION This project work is recommended to all heads of examination disciplinary panel and to carry out this exercise fully, the following recommendations are also made, which are: 47



Many students who engage in examination malpractice have been found to be academically weak which are traceable to the faulty foundation in their educational ladder. It is recommended that there should be improvement in the delivery of instructions especially at the foundation i.e. primary level.



Should facilities in terms of sitting arrangement and halls have been a major cause of examination malpractice. The universities should guide against indiscriminate admission of students, so as not to overstretch the facilities available. There should be good environment, like good ventilation, good examination chairs and adequate spacing between students. A lot of temptations to cheat exist when they are close to one another. The national universities commission (NUC) is wagging war against overpopulation in the Nigerian universities. Universities should continue to admit students based on facility available.



Federal and state governments should continue to establish more universities to give opportunities to more candidates seeking examination.



The integrity of the university lecture is important in curbing examination malpractice. Undue familiarity which can make some students to have advanced knowledge of examination should be totally discouraged.

Finally, examination malpractice is without any doubt, a part of our educational systems. The federal government through the national orientation agency is working hard to change the value system of the society by mounting many campaign against corruption, electric cable and pipeline vandalization, University of Benin should mount more frequently campaign on the ills and penalties of examination malpractice until the evil is totally stamped out of our educational system.

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References: Aaron, R.M: Student academic dishonesty; are collegiate institutions addressing the issue? NAPSA Journal, 29:103-113 (1992) Adamu, H. (1998), indiscipline in Nigeria institutions: causes, effects and solution. In Ehiozuwa, A.O. (Ed). Etiology effect and control of malignancies in Nigerian education (EEE of Mine) pp. 13-22. zaria: CPSE publishers. Afigbo, A.E (1997). The demon with a thousand faces: examination malpractices in historical perspective. In Onyechere I. (Ed), Promoting examination ethics; the challenge of collective responsibility. Pp 13-22. Lagos: examination ethics project. Bello et al (2003) manifestation of examination malpractice in Nigeria Ijaiya, N.Y.S (2004). Agents of examination malpractice in Nigerian public Examination: who is the strongest link? Paper presented at the 7th national conference of the national association of educational researchers and evaluators. (NAERE) held at UNILAG 21st to 24th June 2004 Ikupa (1997): http//Ezine articles.com/? Expert-ajibola_olushola Keller (1941): http//Ezine articles.com/? Expert-ajibola_olushola Monday (1971): http//Ezine articles.com/? Expert-ajibola_olushola Nana, E.M: (1997). Teachers‟ behaviour amongst school pupils as a factor in examination malpractice in secondary school: A study of schools in Ugheli North Local Government Area of Delta State. Unpublished bachelors of education desertion, Edo State University, Ekpoma-Nigeria Oladope (1997): manifestation of examination malpractice in Nigeria Olasehinde, F.A.O (1993). Cheating in examinations in the University of Ilorin: styles, causes and remedies. Nigeria journal of educational foundations, 4(1), 16-22 Oluyeba and Daramola (1992) http//Ezine articles.com/? Expert-ajibola_olushola 49

Onyechere, I (2004). Cheating: A world wide problem. In „cones mat east 33 ways‟ all Africa.com march 4, 2004 Onyecere, I. (1996). Examination ethic handbook. Lagos: examination ethics project. Ozor, F (2004). Controversy trails examination fraud workshop. Daily Independence Online. Monday, April 5, 2004 Rani, E.O (2004): Counselling students of the faculty of education at the University of Maiduguri against malpractice online in Nigeria. May, 2004. Sahman (1990) http//Ezine articles.com/? Expert-Ajibola Olushola Soleye (1991) manifestation of examination malpractice in Nigeria; article source: http//Ezine articles.com/? Expert-ajibola_olushola Sooze, S (2004). Way out of examination malpractices. Dailytimes. May 29, 2003 Usman (1994) http//Ezine articles.com/? Expert-Ajibola Olushola WAEC (2003): Students tricks in examination. Lagos: WAEC.

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